Experiences of School Administrators During Limited Face-to-Face Classes

Gino Gasang Sumalinog, Venus Cortes, Ricky Alalid, Tizza Marie Navarro, Christise Cordova-Espera, Chery Bercede-Fernandez

Abstract


Limited face-to-face classes involve limiting students’ daily attendance at face-to-face sessions on campus. This study explored the lived experience of 10 school administrators in implementing limited face-to-face classes in Central Visayas, Philippines. These administrators were part of the state universities and colleges that practiced limited face-to-face classes after the Philippine government decided to reopen the classes, guided by the implementation guidelines through a CHEd Joint Memorandum Circular, after the lockdowns in the COVID-19 pandemic. These administrators had been part of the universities and colleges for two years before the pandemic. This study employed a descriptive phenomenological research design, utilized a semi-structured interview guide, and used Collaizi’s seven steps to analyze the data. The findings revealed that the universities and colleges made academic adjustments to the curriculum, the teaching and learning strategies, and teacher professional development. Emotional and psychological support was also provided to schools to nurture the well-being of the students, teachers, and staff. Communication and collaboration inside the school and with the stakeholders were promoted. Despite the newness of the phenomena, the limited face-to-face implementation was positively carried out. Research related to full face-to-face may be conducted.

https://doi.org/10.26803/ijlter.23.8.16

      

Keywords


Limited face-to-face classes; school administrators; lived experience; universities and colleges

Full Text:

PDF

References


ABS-CBN News. (2022, January 18). No Duterte objection to the expansion of face-to-face classes: Palace. ABS-CBN. https://news.abs-cbn.com/news/01/18/22/no-duterte-objection-to-expansion-of-face-to-face-classes-spox

Alase, A. (2017). The Interpretative Phenomenological Analysis (IPA): A guide to a good qualitative research approach. International Journal of Education & Literacy Studies, 5(2). https://doi:10.7575/aiac.ijels.v.5n.2p.9

Alkhamaiseh, O. S. (2022). Communication skills and its role in decreasing tension in online learning during COVID-19 pandemic: Case study of public schools. K?br?sl? E?itim Bilimleri Dergisi, 17(2), 357–371. https://www.ceeol.com/search/article-detail?id=1048530

Alipio, M. (2020). Education during the COVID-19 era: Are learners in a less-economically developed country ready for e-learning? ZBW – Leibniz Information Centre for Economics. http://surl.li/lhgo

Alvarez, D. G., Soler, M. J., & Braga, L. A. (2021). Psychological well-being in teachers during and post-covid-19: Positive psychology interventions. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.769363

Azorin, C., & Fullan, M. (2022). Leading new, deeper forms of collaborative cultures: Questions and pathways. J Educ Change, 23, 131–143. https://doi.org/10.1007/s10833-021-09448-w

Brooks, M. (2018, February 12). Five tricks for blocking outside noise so students can focus. Enlightium Christian Academy. https://www.enlightiumacademy.com/blog/parent-center/entry/five-tricks-for-blocking-outside-noise-so-students-can-focus

Bunghanoy, K. & Sumalinog, G. (2023). ESL students’ affective filter and language learning strategies in online classes. Journal of Research, Policy & Practice of Teacher and Teacher Education, 13(1), 1-15. https://doi.org/10.37134/jrpptte.vol13.1.1.2023

Chavez, J. V., Libre, J. M., Gregorio, M., & Cabral, N. P. (2023). Human resource profiling for post-pandemic curriculum reconfiguration in higher education. Journal of Infrastructure, Policy, and Development, 7(2), 1-24. https://doi.org/10.24294/jipd.v7i2.1975

Chaudhry, S., Tandon, A., Shinde S., & Bhattacharya, A. (2024) Student psychological well-being in higher education: The role of internal team environment, institutional, friends and family support and academic engagement. PLoS ONE 19(1): e0297508. https://doi.org/10.1371/journal.pone.0297508

CNN Philippines. (2022). Duterte has ‘no objection’ to the proposed expansion of limited face-to-face classes – Palace. CNN Philippines. https://www.cnnphilippines.com/news/2022/1/18/DepEd-proposed-expansion-face-to-face-classes-February.html

Creely, E., Laletas, S., Fernandes, V., Subban, P., & Southcott, J. (2021). University teachers’ well-being during a pandemic: the experiences of five academics. Research Papers in Education, 37(6), 1241–1262. https://doi.org/10.1080/02671522.2021.1941214

Colaizzi, P. (1978). Psychological research as a phenomenologist views it. In R. S.Valle, & M. King (Eds.), Existential Phenomenological Alternatives for Psychology. Open University Press.

Coman, C., Tiru, L., Schmitz, L., Stanciu, C., & Bularca, M. (2020). Online teaching and learning in Higher Education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 2-24. https://doi.org/10.3390/su122410367

Commission on Higher Education (CHEd). (2021). Guidelines on the implementation of limited face-to-face classes for all programs of higher education institutions (HEIs) in areas under the alert levels system for COVID-19 response. https://ched.gov.ph/wp-content/uploads/CHED-DOH-JMC-No.-2021-004.pdf

Cronin, S. (2021). Pandemic pedagogies, practices, and future possibilities: emerging professional adjustments to the working practices of university teacher educators. Educational Review, 74(3), 720–740. https://doi.org/10.1080/00131911.2021.1978397

Dayagbil, F., Palompon, D., Garcia, L., & Olvido, M. (2021). Teaching and learning continuity amid and beyond the pandemic. Frontiers in education, 6. https://doi.org/10.3389/feduc.2021.678692

Ferren, M. (2021). Social and Emotional Supports for Educators during and after the Pandemic. Center for American Progress. https://files.eric.ed.gov/fulltext/ED613782.pdf

Garcia-Alvarez, D., Soler, M. J., Cobo-Rendon, R., & Hernandez-Lalinde, J. (2022). Positive psychology applied to education in practicing teachers during the COVID-19 pandemic: Personal resources, well-being, and teacher training. Sustainability, 14(18). https://doi.org/10.3390/su141811728

Gautam, P. (2020, October 10). Advantages and disadvantages of online learning. eLearning Industry. https://elearningindustry.com/advantages-and-disadvantages-online-learning

Goles, C., Sanchez, J. M., Sumalinog, G., Mananay, J., & Alejandro, I. M. (2024). Beyond the pandemic: The changing landscape of technology integration in higher education in Central Visayas, Philippines. CTU Journal of Innovation and Sustainable Development, 16(1), 1-10. https://doi.org/10.22144/ctujoisd.2024.262

Hadad, S., Shamir-Inbal, T., & Blau, I. (2024). Pedagogical strategies employed in the Emergency Remote Learning Environment during the COVID-19 pandemic: The tale of teachers and school ICT coordinators. Learning Environ Res. https://doi.org/10.1007/s10984-023-09487-5

Hamilton, L., & Gross, B. (2021). How Has the Pandemic Affected Students’ Social-Emotional Well-Being? A Review of the Evidence to Date. Reinventing Public Education. https://files.eric.ed.gov/fulltext/ED614131.pdf

Hickling, S., Bhatti, A., Arena, G., Kite, J., Denny, J., Spencer, N., & Bowles, D. C. (2021). Adapting to teaching during a pandemic: Pedagogical adjustments for the next semester of teaching during COVID-19 and future online learning. Pedagogy in Health Promotion, 7(2), 95-102. https://doi.org/10.1177/2373379920987264

Hulme, M., Beauchamp, G., Clarke, L., & Hamilton, L. (2021). Collaboration in times of crisis: Leading UK schools in the early stages of a pandemic. Leadership and Policy in Schools, 22(1), 161–180. https://doi.org/10.1080/15700763.2021.1917623

Isla, R. (2020, September 17). The pros and cons of online learning in the Philippines. Money Smart. https://www.moneysmart.ph/articles/the-pros-and-cons-of-online-learning-in-the-philippines-moneysmart-2020/

Jelinska, M., & Paradowski, M. (2021). Teachers’ perception of student coping with emergency remote instruction during the COVID-19 pandemic: The relative impact of educator demographics and professional adaptation and adjustment. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.648443

Joaquin, J., Biana, H., & Dacela, M. (2020, October 22) The Philippine higher education sector in the time of COVID-19. Frontier in the Education, 5. https://doi.org/10.3389/feduc.2020.576371

Kentnor, H. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17(1), 21-34. https://digitalcommons.du.edu/law_facpub/24/

Legal Education Board (2022). Guidelines on the conduct of limited face-to-face classes in legal education institutions during the COVID-19 pandemic. https://leb.gov.ph/wp-content/uploads/2022/02/LEBMC-NO.-102-2022-Guidelines-on-the-Conduct-of-Limited-Face-to-Face-Classes.pdf

Macfarlan, A. (2014). Key informant interview. Better Evaluation. https://www.betterevaluation.org/en/evaluation-options/key_informant_interviews

Malipot, M. (2021). 161 universities and colleges now offer limited face-to-face classes — CHED. Manila Bulletin. https://mb.com.ph/2021/11/23/161-universities-colleges-now-offer-limited-face-to-face-classes-ched/

Meng, J., Pan, P.-L., Cacciatore, M.A. and Sanchez, K.R. (2024). The integrated role of adaptive leadership, sense of empathy and communication transparency: trust building in corporate communication during the pandemic. Corporate Communications: An International Journal, 29(4), 503-515. https://doi.org/10.1108/CCIJ-09-2023-0125

Michela, E., Rosenberg, J. M., Kimmons, R., Sultana, O., Burchfield, M. A., & Thomas, T. (2022). “We are trying to communicate the best we can”: Understanding districts’ communication on Twitter during the COVID-19 pandemic. AERA Open, 8. https://doi.org/10.1177/23328584221078542

Moaje, M. (2021, October 22). Some parents were hesitant in sending kids back to school. Philippine News Agency. https://www.pna.gov.ph/articles/1157499

Montgomery College. (2022). Advantages and disadvantages of online courses. https://www.montgomerycollege.edu/academics/online-learning/distance/advantages-and-disadvantages-online-courses.html

Ndlela, M. N., & Madsbu, J. P. (2022). Internal communications during the pandemic: challenges and implications. In L.D. Browning, J.O. Sørnes, & P.J. Svenkerud (Eds.), Organizational Communication and Technology in the Time of Coronavirus. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-94814-6_13

Pace, C. S., Usai, M. C., Bizzi, F., Minetto, P., Alcetti, A., & Zanobini, M. (2022). Psychological counseling service “Together” at University of Genoa: Students’ psychological profile in pre and post-pandemic. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.898530

Pregoner, J. M., & Baguio, J. B. (2024) Learning strategies and readiness towards blended learning in English subjects as predictors of students’ satisfaction during the COVID-19 pandemic. Asian Journal of Education and Social Studies, 50 (4), 170-184. https://doi.org/10.9734/ajess/2024/v50i41321

Rudnik, A., Anikiej-Wiczenbach, P., Szulman-Wardal, A., Conway, P., & Bidzan, M. (2021). Offering psychological support to university students in Poland during the COVID-19 pandemic: Lessons learned from an initial evaluation. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.635378

Sacre, M., Ries, N., Wolf, K., Kunter, M. (2023). Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study. Frontiers in education, 8. https://doi.org/10.3389/feduc.2023.1136940

Sanchez, J. M., Sumalinog, G., Mananay, J., Baguia, M., Goles, C., & Alejandro, I. M. (2023). Faculty’s access to information and communication technologies in colleges and universities in Central Visayas, Philippines. International Journal of Information and Education Technology (IJIET), 13(3), 468-474. https://rb.gy/xtwqth

Sayi, A. K., Atay, D., Karadeniz, S., Özmutlu, M., Canbaz, B., Asici, M., & Aslan, O. (2024). Adaptation process to school after pandemic in Turkish context. Pegem Journal of Education and Instruction, 14(1), 111-117. https://doi.org/10.47750/pegegog.14.01.13

Schenzle, S. & Schultz, J. (2024). Students are bringing the revolution into the classroom! Teachers’ and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanon. Teaching and Teacher Education, 139. https://doi.org/10.1016/j.tate.2023.104416

Slade, C., Lawrie, G., Taptamat, N., Browne, E., Sheppard, K., & Matthews, K. E. (2021). Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought. Assessment & Evaluation in Higher Education, 47(4), 588–605. https://doi.org/10.1080/02602938.2021.1933379

Smith JA 2007 Hermeneutics, human sciences, and health: Linking theory and practice. International Journal of Qualitative Studies on Health and Well-being, 2, 3–11

Smith, J.A., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method and Research. Sage

Soussi, K. (2020). Web-based learning: Characteristics, practices, challenges, and recommendations. International Journal of Science and Research, 9(3), 936-943. https://doi.org/10.21275/SR20312135240

Sumalinog, G. (2022). Barriers of online Education in the new normal: Teachers perspectives. International Journal of Learning, Teaching and Educational Research, 21(1), 33-50. https://doi.org/10.26803/ijlter.21.1.3

Sumalinog, G., Corales, E., & Goles, C. (2022). Learning management in virtual classroom: A phenomenological study. Journal of Research, Policy & Practice of Teachers & Teacher Education, 12(2), 66-81. https://doi.org/10.37134/jrpptte.vol12.2.5.2022

Tamm, S. (2020, January 7). 10 biggest disadvantages of e-learning. E-student.org. https://e-student.org/disadvantages-of-e-learning/

Thompson, S. (2021, December 8). Top 5 advantages and disadvantages of online classes for higher education. Kaltura. https://corp.kaltura.com/blog/advantages-disadvantages-online-classes/

Trent, A. (2021). Disadvantages of online learning communities. Seattle Pi. https://education.seattlepi.com/disadvantage-online-learning-communities-1331.html

Triskova, L. K., Vraby, J., & Kopetschke, I. (2022). Lessons learned from COVID-19 pandemic remote teaching: a case study of the improvement and adjustment of the education process during and after pandemic at FM Tul. IATED Digital Library, 9300-9308. https://doi.org/10.21125/edulearn.2022.2242

UNICEF (2020). UNICEF supports face-to-face learning in low-risk areas with adequate preparation. UNICEF Philippines. https://www.unicef.org/philippines/press-releases/unicef-supports-face-face-learning-low-risk-areas-adequate-preparation

Valente, C. S. & Cruz, K. (2022, January 19). Duterte Oks expanded face-to-face classes. The Manila Times. https://www.manilatimes.net/2022/01/18/news/duterte-oks-expansion-of-limited-face-to-face-classes-in-areas-under-alert-level-1-2/1829760

Wharton-Beck, A., Chou, C. C., Gilbert, C., Johnson, B., & Beck, M. A. (2024). K-12 school leadership perspectives from the COVID-19 pandemic. Policy Futures in Education, 22(1), 21-42. https://doi.org/10.1177/14782103221135620

Xu, P., Peng, M., & Anser, M. K. (2021). Effective Learning Support Towards Sustainable Student Learning and Well-Being Influenced by Global Pandemic of COVID-19: A Comparison Between Mainland China and Taiwanese Students. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.561289


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493